Using Māori Metaphors to Develop Culturally Responsive Pedagogy of Relations

Abstract

Historical failures to address disparities between the academic achievement of Māori and non-Māori students have had devastating outcomes for Māori in New Zealand society as Māori are over represented in negative indices including incarceration, unemployment and poor health. Māori peoples’ concerns about this situation have prompted a range of responses. This chapter outlines an educational research and professional development programme that focussed on raising the achievement of Māori students through the implementation of a culturally responsive pedagogy of relations (Bishop, R., Berryman, M., Tiakiwai, S., & Richardson, C. Te Kotahitanga: Experiences of Year 9 and 10 Māori students in mainstream classrooms. Wellington, NZ: Ministry of Education 2003). The findings of this research highlight the fundamental importance of relationships between Māori students and their teachers that enable them to bring their cultural knowledge and experience into the learning context as a basis for new learning. This chapter contends that when teachers understand the reasons behind New Zealand’s historical educational disparities that exist between Māori students and their non-Māori classmates and begin to understand a culturally responsive pedagogy of relations, the potential to address this issue has implications not only for Māori students and their families but also for the wider society.